Introduction to Chemistry
and Physics
SBUS for Motion Part 1
Block Schedule (90 min)
Name: ______Ann M. Lundy_______ Dates:
__8/27-8/31/2007_ Age/Grade Level: _14 / 9th_
# of
Students: _30_ # of
IEP Students: _2_ # of GSSP
Students: _4_ # of LEP
Students: _0_
Unit Title: Motion Part 1 Chapter 8
Unit Title: Inquiry into Speed # of Lessons ___5____
Context
Objectives
Connections
Core Content 4.1 – Physical Science – Motion and
Forces - SC-HS-1.2.1
Students will:
·
select or
construct accurate and appropriate representations for motion (visual,
graphical and mathematical);
·
defend conclusions/explanations about the motion of objects and
real-life phenomena from evidence/data.
Program
of Studies: Understandings
SC-H-MF-U-1
Students will understand that
representing and describing motion in a variety of ways provides data that can
be used to construct explanations and make predictions about real-life
phenomena.
Program
of Studies: Skills and Concepts SC-H-MF-S-1
Students
will design and conduct investigations involving the motion of objects and
report the results in a variety of ways
Day One – Speed and
Velocity
Resources, Media, and
Technology
·
Equipment and supplies needed:
o Handouts needed: Paper Airplane Lab Assignment
o Equipment needed for each group of 3 (10
groups total) :
1.
Stopwatch.
2.
Meter
stick.
3.
Blank
paper for making planes
o Paper airplane books and handouts
available for each group so each student can make their own unique paper
airplane.
o Book time in the lab for two days so
there will be enough space available to fly the planes or get permission to go
outside if the weather is nice.
Procedures
1.
Assign groups: (5 min) Assign groups and have students
move to their partners so that they can brainstorm and build together.
2.
Brainstorming: (15 - 20 min)
o Hand out plane packets and explain how
they are to brainstorm about paper airplane essentials with their partners to
fill in the graphic organizer.
o Model one essential for them so that they
can see how it is done. Example: One
essential is paper.
Two items under paper
could be the type of paper (cardstock, notebook paper, etc) and size of paper.
o Allow students to work in groups until most
all of the groups are done.
o Monitor group work by circulating around
the room and check with each group often to keep them on task, offer
suggestions and compliment student ideas.
3.
o As the groups complete the brainstorming
portion, direct them to the available paper airplane design resources.
o Remind them that each student must make
their own unique plane and cannot use the same design as another student.
o One way to monitor who is doing what type
of plane is to keep a sign up list on the teacher’s desk or record each one on
the board.
4.
Plane Testing and Data Collecting (30 min)
o Talk through the data sheets with the
students. Point out the following:
§
Time
measurements are in seconds. Record to two decimal places. Remind them how to
read their stopwatches.
§
Distance
measurements are in meters (not centimeters like they are used to measuring.)
Record to two decimal places.
§
Every
plane must be tested three times. (They may do ONE initial test that does not have to count toward the
three.)
§
Record
the names of the Pilot and Air Traffic Controller. Make a spot and record the
name of the Recorder.
§
Average
speed calculations can be done tomorrow back in the classroom.
o Explain the role of each group member
during plane testing.
§
Pilot
– each member tests their own plane
§
Air
Traffic Controller – does the time and distance measurements and communicates
them to the Recorder.
§
Recorder
– takes down the data making sure to include the correct units and the correct
amount of decimal places.
§
Each
group member should take one turn in each role.
o Remind the students what appropriate
behavior is during labs. No fooling
around! Stay on task! Etc.
o Take the students to wherever they are
running their trials and get them places and started.
o Mingle among the groups. Check
measurements, roles and offer suggestions, compliments and corrections as
necessary.
5.
Clean-up/Wrap-up (10 min)
o Make sure all equipment is returned and
ready for the next class.
o Briefly review the activity and discuss what
the agenda/activities will be for tomorrow.
§
Speed
and Velocity Lecture
§
Speed
and Velocity Worksheet
§
Finish
Paper Airplane Activity
·
Calculate
Average Speed
·
Do
Analysis Questions
·
Briefly
present the group’s best plane to the class
Day Two – Speed and
Velocity
Resources, Media, and
Technology
·
Equipment and supplies needed:
o Handouts needed: Speed and Velocity Worksheet,
Speed and Velocity Student
Note Sheet and Starting
Assignment: Motion.
o PowerPoint needed: Speed and Velocity
o Equipment needed to finish up speed
inquiry lab:
1.
Stopwatch.
2.
Meter
stick.
3.
Blank
paper for making planes
Procedures
1.
Starting Assignment: (5-10 min) Students will pick up their starting assignment on
motion off of the teachers desk as they head to their desks. When all of the students are finished, we
will discuss and review the answers which will introduce the topic of speed and
review yesterday’s activity.
2.
Lecture: (30 min)
o Teacher talks through each of the slides of
the PowerPoint giving
additional information and examples while answering any additional questions. Students are following along on their note sheets and encouraged
to ask any questions that they may have.
o Teacher demonstrates how to use speed
triangle to solve speed/velocity problems and does a few examples.
o Students work the practice problems
assigned.
o Teacher and students go over the answers
to the practice problems.
3.
Independent Work: (15
min)
o Student work on worksheet over speed and
velocity.
o Teacher is circulating to monitor work
and help students as necessary.
o If students finish early, they are to
work on their speed inquiry labs that they started yesterday.
4.
Finish Speed Inquiry Lab (20 min)
o Students work together in their groups to
finish any data collecting that they are missing. (Most of the groups should be finished
already.)
o When they are finished, groups should
work together on the analysis questions at the end of the lab.
o Groups should also prepare a 1-3 minute
presentation on their best airplane. Presentations
should include results, a name for their winning plane design, and an
explanation of why they think that particular plane did better than the other
two.
5.
Plane Presentations (15 min)
o Student groups present their best plane
and data together.
o Assign one student (maybe one that was
absent yesterday) to record the data and names of the planes on the board to
compare results.
o Allow students to vote on which plane and
presentation they found to be the best (found on the back of their lab) and
have a small prize for the winning group.
o
Remind students that their speed
worksheet and air plane lab with analysis questions are due tomorrow at the
beginning of class.
Day Three – Acceleration
Resources, Media, and
Technology
·
Equipment and supplies needed:
o Handouts needed: Acceleration Inquiry Lab,
graph paper
o Equipment needed for each group of 3 (10
groups total) :
1.
Stopwatch.
2.
Meter
stick.
3.
Ramp
4.
Tennis
ball
5.
Calculators
o Red pens for homework grading.
o Make sure to have the lab space signed
out.
o Set up lab with group numbers on ramps.
Procedures
1.
Homework grading: (10 min)
o Students are asked to collect a red pen
on their way to their desks.
o Homework from yesterday (speed and
velocity worksheet) is graded by the students using the red pen method. One point for the correct answer and one point
for the correct unit and showing work.
o Review grading method
ü
Each
student grades his own paper
ü
Place
a check beside each correct problem and an additional check for the correct
units and work
ü
Students
may write the correct answer with their red pen for half-credit.
ü
Write
the total correct at the top of the paper
ü
If you
are unsure of an answer or have a question, make a large question mark beside
the problem and at the top of the paper so that the teacher can double check
it.
o Explain/work any problems that half the
class did not get full credit on.
2.
Discuss Lab and Assign groups: (15 min)
o Go over procedures and set up for
students.
ü
Ramps
should be propped up on the wall, lab drawers or a text book at about text book
height. Ramp should stay at the same
height for all measurements.
ü
Measure
out 6 meters from the bottom of the ramp and mark each meter with a sticky note
or piece of tape. (Model for students.)
ü
Balls
should be placed at the top of the ramp and allowed to accelerate on their
own. Balls should not be thrown, guided
or pushed down ramps.
ü
Each
time measurement begins as the ball reaches the BOTTOM of the ramp and ends at
the appropriate meter mark. (Model this at least once for the students)
Measurements are in seconds to two decimal places.
ü
Each
measurement should be done three times.
ü
Balls
that encounter interference should be retested. Make sure to work with groups
nearby to lessen interference.
ü
Any
measurements that seem to be very different from the others should be done
over.
ü
Each
additional meter should take longer than the previous one. Which means when you calculate average speed,
the balls should be slowing down as they travel farther from the ramp.
ü
Model
one measurement through calculating speed.
ü
Remind
students how to graph data for the graphs needed.
o Assign groups of 3 (ten groups total). Write
names and group numbers on board. Guide groups to their appropriate set up.
o Warn student about the correct use of
tennis balls.
ü
Rolling
ONLY
ü
No bouncing
or throwing.
ü
Incorrect
use of the tennis balls will result in lab privileges lost.
o There are three duties for each lab: Ball
Handler, Stopwatch keeper, and Data Recorder. Each member of the group must
have one of the duties and are encouraged to switch duties so that every
student gets to experience each position.
3.
Acceleration Inquiry Lab: (45
min)
o Students
work together in groups to gather data and calculate average time and speed.
o Teacher circulates through student groups
to check procedures and data.
o As groups finish collecting data and
calculating average time and speed, double check that their stations are ready
for the next class or cleaned up depending on need.
4.
Clean-up/Wrap-up (20 min)
o Make sure all equipment is returned and
ready for the next class.
o Student can return to the classroom to
sit in their groups and work through the analysis questions and the graphing
portion of the lab.
o Teacher continues to check with each
group and guide them as necessary
o Briefly review the activity and discuss what
the agenda/activities will be for tomorrow.
§
Acceleration
Lecture
§
Acceleration
Worksheet
§
Motion
Virtual Field Trip in the Computer Lab
Day Four – Acceleration
Resources, Media, and
Technology
·
Equipment and supplies needed:
o Handouts needed: Acceleration Worksheet, Acceleration Student Note Sheet
and Starting Assignment: Jesse
Owens.
o PowerPoint needed: Acceleration
o Book the computer lab for ½ block and
headphones for Brain pop video.
Procedures
1.
Starting Assignment: (5-10 min) Students will pick up their starting assignment on acceleration
off of the teachers desk as they head to their desks. When all of the students are finished, we
will discuss and review the answers which will introduce the topic of
acceleration and review yesterday’s activity.
2.
Lecture: (25 min)
o Teacher talks through each of the slides of
the PowerPoint giving
additional information and examples while answering any additional questions. Students are following along on their note sheets and encouraged
to ask any questions that they may have.
o Teacher demonstrates how to use acceleration
triangle to solve acceleration problems and does a few examples.
o Students work the practice problems
assigned.
o Teacher and students go over the answers
to the practice problems.
3.
Independent Work: (15
min)
o Student work on worksheet over acceleration.
o Teacher is circulating to monitor work
and help students as necessary.
4.
Virtual Field Trip (40 min)
o Take students to the computer lab and
write the link on the board so that students can find it. http://www.geocities.com/lundy_am/vft.doc
o Students work together in groups of two but
each on their own computer to complete the virtual field trip in the computer
lab.
o Teacher circulates to answer questions
and keep students on task.
o Each student should turn in their own
quiz printed from the computer with their name.
5.
Wrap Up (5 min)
o Make sure the students log out and check
that the lab is in order before leaving.
o When all of the students are back in the
classroom, tell them about tomorrow’s graphing labs.
Day Five – Motion
Graphing
Resources, Media, and
Technology
·
Equipment and supplies needed:
o Handouts needed: Graph Matching Lab, Ball Toss Lab, Egg Drop Project Information
Sheet
o Equipment needed for each group of 3 (10
groups total) :
1.
computer
station in lab set up with motion detector
2.
foam
ball
3.
wire
basket
o Red pens for homework grading.
o Make sure to have the lab space signed
out.
o Set up computers with Vernier
program loaded.
o Set up teacher’s desk with Vernier program and motion detector to model labs.
Procedures
5.
Homework grading: (10 min)
o Students are asked to collect a red pen
on their way to their desks.
o Homework from yesterday (acceleration
worksheet) is graded by the students using the red pen method. One point for the correct answer and one point
for the correct unit and showing work.
o Review grading method
ü
Each
student grades his own paper
ü
Place
a check beside each correct problem and an additional check for the correct
units and work
ü
Students
may write the correct answer with their red pen for half-credit.
ü
Write
the total correct at the top of the paper
ü
If you
are unsure of an answer or have a question, make a large question mark beside
the problem and at the top of the paper so that the teacher can double check
it.
o Explain/work any problems that half the
class did not get full credit on.
6.
Discuss Lab and Assign groups: (15 min)
o Go over procedures and set up for
students.
ü
Graph
Matching Lab
§
Show
students how to load graph matching software.
§
Model
one of the graph matching activities and how to record data.
§
Model
one motion graph and how to label recorded data. Make sure to have at least one “activity” like
jumping, speeding up, stopping etc.
ü
Ball
Toss Lab
§
Show
the students how to load the Ball Toss software
§
Model
one of the ball toss activities
§
Model
how to record data and label graph
o Assign groups of 3 (ten groups total). Write
names and group numbers on board. Guide groups to their appropriate set up.
o Warn student about the correct use of
foam balls.
ü
Rolling
ONLY
ü
No bouncing
or throwing.
ü
Incorrect
use of the tennis balls will result in lab privileges lost.
o Although they are working in groups, each
student must do their own ball toss, and graph matching lab so each group
should be performing each lab three times.
7.
Graph Matching and Ball Toss Labs: (45
min)
o Students
work together in groups to gather data and calculate average time and speed.
o Teacher circulates through student groups
to check procedures and data.
o As groups finish collecting data and graphing
results, double check that their stations are ready for the next class or
cleaned up depending on need.
8.
Clean-up/Wrap-up (10 min)
o Make sure all equipment is returned and
ready for the next class.
o Student can return to the classroom to
sit in their groups and work through the analysis questions.
o Teacher continues to check with each
group and guide them as necessary
9. Egg
Drop Project (10 min)
o Introduce the egg drop project via the egg drop movie.
o Show students where on the web page they
can find the movie if they need to review.
o Pass out the Egg Drop Project and Report
Instruction Sheet.
o Read through instructions and answer
questions
o Briefly review the activity and discuss what
the agenda/activities will be for tomorrow.
§
Momentum
Lecture
§
Momentum
Worksheet
§
Momentum
mini-lab
Assessment Plan
|
Learner
Objective Number |
Type of
Assessment |
Description
of Assessment |
Adaptations
and/or Accommodations |
|
Objective 1 |
Formative |
Speed Inquiry Lab |
Prompting and Cueing Selective Lab Partners |
|
Objective 2 |
Formative |
Speed Worksheet |
Extra Time Prompting and Cueing Fewer Problems |
|
Objective 3 |
Formative |
Acceleration Inquiry Lab |
Prompting and Cueing Selective Lab Partners |
|
Objective 4 |
Formative |
Acceleration Worksheet |
Extra Time Prompting and Cueing Fewer Problems |
|
Objective 5 |
Formative |
Virtual Field Trip BrainPop Quiz |
Prompting and Cueing Selective Lab Partners |
|
Objective 6 |
Formative |
Graph Matching Lab Ball Toss Lab |
Prompting and Cueing Selective Lab Partners |
|
Objective 7 |
Summative |
Egg Drop Project and Report |
Additional Help Session for
students offered |